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Integrating STEM in Higher Education: Addressing Global Issues [Kõva köide]

  • Formaat: Hardback, 172 pages, kõrgus x laius: 234x156 mm, kaal: 453 g, 4 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Ilmumisaeg: 16-Jul-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367673096
  • ISBN-13: 9780367673093
Teised raamatud teemal:
Integrating STEM in Higher Education: Addressing Global IssuesSuurem pilt
  • Formaat: Hardback, 172 pages, kõrgus x laius: 234x156 mm, kaal: 453 g, 4 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Ilmumisaeg: 16-Jul-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367673096
  • ISBN-13: 9780367673093
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780367673093.html
Märksõnad:

This timely book addresses the increasing need for collaboration, innovation and solution-focussed skills by looking at examples of cutting-edge pedagogy that can inform future directions. Integrating STEM in Higher Education shows how applying digital innovations that can be generated through the implementation of deliberately designed STEM education can change the world for the better. References to over 45 higher education institutions from around the world are included, where integrated approaches are already occurring. A wide range of teaching strategies and assessment methods are discussed, promoting a transformative method in which students can generate new knowledge within coursework and simultaneously develop skills and attributes for their future careers, lives and the world’s needs.

This book is essential reading for STEM educators, administrators and academic leaders, as well as learning designers in higher education.

Arvustused

"The importance of STEM to our society and how we will continue to rebuild our society out of the economic and health crises of the COVID-19 pandemic cannot be understated. I am so pleased to hear that we have people turning their minds to such vital issues of public policy."

Hon Tanya Plibersek MP, Shadow Minister for Education and Training

"Building a healthy economy after COVID-19 is a global priority and there will be an emphasis on innovation and entrepreneurial approaches as we seek to create new business opportunities and to strengthen existing industries. Employers are demanding job-ready graduates with transferable skills that can be applied to real-world, contemporary problems and who also have strong understandings of cultural differences and ethical practice. This book is a timely contribution to our exploration of how we can best serve the needs of our students as they prepare for an increasingly dynamic world."

Hon John Gardner MP, Minister for Education, South Australia

"There has been widespread enthusiasm, even hype, about the possible benefits of STEM education, but worryingly little careful examination of the issues. This book does a great job of rigorously analysing what STEM integration in higher education might entail and contains helpful examples of actual progress in the field."

Michael J. Reiss, Professor of Science Education, UCL Institute of Education

"Offering a comprehensive pedagogical framework for integrating STEM supported with exemplars from across the globe, this book addresses such foundational constructs as experiential education, technology, inquiry, and design thinking in the reform of STEM learning and teaching, grounded in research perspectives and practical approaches to meeting student needs. In many ways, the book reads as a step-by-step guide that will resonate with higher education faculty charged with advancing institutional curricula. This reviewer could easily envision this resource as an excellent choice for a reform-minded book group involving stakeholders from across the academy. The chapter on assessment offers a welcome perspective of real-world outcomes with examples highlighting alternatives to traditional exams. Suitable for policy makers and researchers with a vested interest in STEM education."

D. M. Moss, University of Connecticut, CHOICE

List of figures
xi
List of tables
xii
Foreword xiii
Acknowledgements xvi
1 Importance of STEM for social, economic and environmental futures
1(22)
Introduction
1(3)
Why is SFEM so important?
4(3)
Changing world of work
7(2)
Changes due to advances in technology
9(1)
Introduce data science
9(1)
Embed ethics for the use of technologies
10(1)
Make data open and interoperable
11(1)
Consult social scientists in technology research
11(1)
Embrace the usefulness of useless knowledge
11(1)
Find the right role for reskilling
12(1)
Importance of innovation
13(1)
Changing nature of learning and teaching
14(2)
Integrated approaches to STEM
16(1)
Example 1 University of Edinburgh and Herriot-Watt University
17(1)
Example 2 University of Newcastle
17(1)
Example 3 University of Malaya and Universiti Sans Malaysia
18(1)
Example 4 Peking University
18(1)
Example 5 Grand Canyon University
19(1)
Example 6 Flinders University
19(1)
Future educational challenges
19(1)
References
20(3)
2 Role of technology in STEM
23(21)
Introduction
23(2)
Importance of technologies
25(1)
Technologies for solving issues
26(2)
Learning experiences using technology
28(2)
Using specific technologies to develop STEM skills
30(1)
Using technology to support learning
31(1)
Using technology in specific STEM learning environments
32(4)
Aligning learning goals, technologies and pedagogies
36(3)
Conclusion
39(1)
References
40(4)
3 Developing a pedagogical framework for STEM
44(31)
Introduction
44(2)
Characteristics of STEM disciplines
46(1)
Prevailing practices and ways of thinking
46(1)
Disciplines have cross-cutting concepts
47(2)
Disciplines have applications
49(1)
Importance of authenticity
50(2)
Driving innovation using STEM
52(2)
Importance of active learning approaches
54(1)
Challenge-based learning
55(2)
Problem-solving approaches
57(1)
Project-based learning
58(1)
Inquiry learning
59(1)
Design thinking for innovation
60(1)
Systems thinking
61(1)
Analysis
62(1)
STEM learning environments
62(1)
Learning socially to promote collaboration
63(1)
Peer learning
64(1)
A framework for integrating STEM
65(2)
Conclusion
67(1)
References
68(7)
4 Designing integrated STEM curriculum
75(19)
Integrating curriculum
75(1)
Understanding by design
76(3)
Importance of connections to STEM
79(1)
Importance of constructive alignment
80(1)
Developing a theme, context, issue or challenge
81(2)
Choose a real-world theme, context, issue or challenge
83(1)
Establish learning outcomes
84(1)
Identify assessment tasks
84(1)
Identify discipline aspects, skills and capabilities needed
84(1)
Create learning experiences that enable students to meet the outcomes
85(1)
Identify resources and sources of information
85(1)
Support students to integrate knowledge and skills
86(1)
Including active learning opportunities
86(1)
Critical thinking
86(1)
Creative thinking
87(1)
Design thinking within challenge activities
88(1)
Supporting effective learning environments
89(1)
Conclusion
90(1)
References
90(4)
5 Assessment
94(30)
Introduction
94(2)
Purposes and outcomes of assessment
96(1)
Authentic assessment
97(2)
Assessing capability
99(2)
Examples of assessing capability
101(1)
Inquiry and problem-based learning
101(2)
Communication
103(1)
ICT
104(1)
Analytical thinking
105(1)
Critical thinking
106(1)
Work-integrated learning (WIL)
106(1)
Collaboration -- peer and self-assessment
107(1)
Peer review
108(1)
Culminating, enabling and discrete outcomes
109(1)
Designing assessment tasks
110(2)
Using rubrics
112(1)
Examples of assessment
113(1)
Case studies
113(6)
Collating assessment data across outcomes
119(1)
Summary of assessing integrated STEM
119(1)
References
120(4)
6 Challenges and professional learning for integrating STEM
124(21)
Introduction
124(3)
Blending discipline and capability
127(1)
Challenge: educators have knowledge authority
128(1)
Challenge: accommodate student expectations
129(2)
Challenge: adapting pedagogies based on student development
131(1)
Challenge: students as consumers and producers of knowledge
132(1)
Challenge: application of evidence-based research
132(1)
Challenge: valuing ongoing professional learning
133(1)
Professional learning
134(2)
Scholarship of teaching and learning (SoTL)
136(2)
Reflective practice
138(1)
Competencies for using technologies
138(2)
Collaborating and mentoring
140(1)
Addressing challenges for integrating STEM
140(2)
References
142(3)
7 Future directions for integrating STEM in higher education
145(19)
Introduction
145(1)
Changing agendas and trends
146(1)
Drivers in higher education
146(1)
Changes in HEIs
147(1)
HEIs and future education
148(1)
Future of STEM integration
149(1)
Levers for integrating STEM
150(2)
Challenges in designing courses for STEM
152(3)
Aligning STEM with purposes of HEIs
155(3)
Discipline challenges
158(1)
Taking account of changes in technology
159(2)
Taking a systems approach to STEM
161(2)
Future research on integrating STEM
163(1)
Conclusion 164(1)
References 165(4)
Index 169
Lindsey N. Conner is Professor of Digital Education and Innovation, Flinders University, Australia.